ENGLISH WRITING (2)

Session 9: Argumentative Writing

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求索学堂课程 : 英语写作

Practice: Reviewing the evidence (p252, Intermediate English Writing)

• For each of the following topic sentences,

one piece of evidence is weak. It does not

support the position. Pick out the weak

evidence and tell why it is weak.

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Example 1• Advertisements should not use skinny model.

1. Skinny should not be promoted as ideal.

2. Everyone knows that most people are not that thin.

3. A survey of young girls shows that they think they should be

as thin as models.

4. People can endanger their health trying to fit the skinny

“ideal”.

5. Three friends of mine became anorexic trying to get skinny.

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Example 1• Advertisements should not use skinny model.

1. Skinny should not be promoted as ideal.

2. Everyone knows that most people are not that thin. (X.

Because “Everyone knows” is not good evidence; everyone

obviously doesn’t know that.)

3. A survey of young girls shows that they think they should be

as thin as models.

4. People can endanger their health trying to fit the skinny “ideal”.

5. Three friends of mine became anorexic trying to get skinny.

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Example 2• School children in USA should go to school all year.

1. A survey of teachers across the country showed that

multiple shorter vocations interrupt learning less than entire

summers off.

2. Many children are bored and restless after three weeks of

vocation and would be better off returning to school.

3. Test scores improved when a school system in Colorado

went to year-round school sessions.

4. All of my friends would like to end the long summer break.2014 LIU LINGLING 5

Example 2• School children in USA should go to school all year.

1. A survey of teachers across the country showed that

multiple shorter vocations interrupt learning less than entire

summers off. (X. Because if there are “multiple shorter

vocations ” or “entire summers off”, there is no school all

year.)

2. Many children are bored and restless after three weeks of vocation and would

be better off returning to school.

3. Test scores improved when a school system in Colorado went to year-round

school sessions.

4. All of my friends would like to end the long summer break.2014 LIU LINGLING 6

Example 3

• Capital punishment should be abolished.

1. It is immoral.

2. Data show that it does not deter criminals.

3. There have been too many instances of mistaken

convictions where people were later found to be innocent.

4. Just last year two people on death row were retired and

found innocent.

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Example 3

• Capital punishment should be abolished.

1. It is immoral.

2. Data show that it does not deter criminals.

3. There have been too many instances of mistaken

convictions where people were later found to be innocent.

4. Just last year two people on death row were retired and

found innocent.

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Example 4

• People should not be required to retire at age sixty-five.

1. Many people are still youthful at sixty-five and perform

perfectly well.

2. With an increased life expectancy, few retired people can

support themselves on their pensions for twenty-five year.

3. Older people often can’t perform as well as younger people.

4. Retirement should be based on performance, not on age.

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Example 4

• People should not be required to retire at age sixty-five.

1. Many people are still youthful at sixty-five and perform

perfectly well.

2. With an increased life expectancy, few retired people can

support themselves on their pensions for twenty-five year.

3. Older people often can’t perform as well as younger people.

4. Retirement should be based on performance, not on age.

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Example 5

• It is dangerous to keep a gun in the house.

1. Guns can go off by accident.

2. Reports indicate that most guns are kept loaded, in case of

emergency.

3. Within the past year, more than twenty children have died playing

with guns.

4. Just last week a story in the newspaper reported on a man who, in

a fit of rage, took the gun out of the drawer and shot his wife.

5. People always panic when their house is broken into.

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Example 5

• It is dangerous to keep a gun in the house.

1. Guns can go off by accident.

2. Reports indicate that most guns are kept loaded, in case of

emergency.

3. Within the past year, more than twenty children have died playing

with guns.

4. Just last week a story in the newspaper reported on a man who, in

a fit of rage, took the gun out of the drawer and shot his wife.

5. People always panic when their house is broken into.

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3. Use logical transitions: Compare the use of transitions in the following two sentences!

• “The characters in Book A face a moral dilemma. In the

same way, the characters in Book B face a similar

problem.”

• “The characters in Book A face a moral dilemma, a

contested inheritance. Although the inheritance in Book

B consists of an old house and not a pile of money, the

nature of the problem is quite similar.”

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Examples of Transitions:

• Illustration     

– Thus, for example, for instance, namely, to illustrate, in

other words, in particular, specifically, such as. 

• Contrast

– On the contrary, contrarily, notwithstanding, but, however,

nevertheless, in spite of, in contrast, yet, on one hand, on

the other hand, rather, or, nor, conversely, at the same

time, while this may be true.

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• Addition

– And, in addition to, furthermore, moreover, besides, than,

too, also, both-and, another, equally important, first,

second, etc., again, further, last, finally, not only-but also,

as well as, in the second place, next, likewise, similarly, in

fact, as a result, consequently, in the same way, for

example, for instance, however, thus, therefore, otherwise.

•  

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• Time

– After, afterward, before, then, once, next, last, at last, at

length, first, second, etc., at first, formerly, rarely,

usually, another, finally, soon, meanwhile, at the same

time, for a minute, hour, day, etc., during the morning,

day, week, etc., most important, later, ordinarily, to

begin with, afterwards, generally, in order to,

subsequently, previously, in the meantime, immediately,

eventually, concurrently, simultaneously.

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• Concession

– Although, at any rate, at least, still, though, even though,

granted that, while it may be true, in spite of, of course. 

• Similarity Of Comparison

– Similarly, likewise, in like fashion, in like manner, analogous

to. 

• Emphasis

– Above all, indeed, truly, of course, certainly, surely, in fact,

really, in truth, again, besides, also, furthermore, in addition.

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• Details

– Specifically, especially, in particular, to explain, to list, to

enumerate, in detail, namely, including. 

• Consequence Or Result

– So that, with the result that, thus, consequently, hence,

accordingly, for this reason, therefore, so, because, since,

due to, as a result, in other words, then. 

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• Summary

– Therefore, finally, consequently, thus, in short, in

conclusion, in brief, as a result, accordingly. 

• Suggestion

– -- For this purpose, to this end, with this in mind, with

this purpose in mind, therefore.

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• 英语写作短语搭配 80例（见附件）

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学习的基本理论

① 行为主义：学习是在强化条件下的“刺激　反应”的联结；

② 认知学派：学习是有机体积极主动地形成新的认知结构；

③ 建构主义：认知主义的进一步发展；

④ 人本主义：学习是自我概念的变化。

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③建构主义学习理论的基本观点

建构主义认为，知识不是通过教师传授得到，而是学习者在一定的情境即社会文化背景下，借助其他人（包括教师和学习伙伴）的帮助，利用必要的学习资料，通过意义建构的方式而获得；因此建构主义学习理论认为“情境”、“协作”、“会话”和“意义建构”是学习环境中的四大要素。

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Thinking Schools Learning NationThinking Schools Learning Nation (MOE, Singapore, 1997)(MOE, Singapore, 1997)

TSLN advocates:• Low classification/i.e weak boundaries between

subjects/disciplines: e.g. project work, integrated programmes弱化学科边界

• Low framing/i.e. less structuring of social interaction around traditional t-s authority relations: e.g., SEED, collaborative and cooperative learning 弱化师生等级观念

• Implicit/indirect pedagogy: e.g., cooperative learning, discovery learning, social constructivist approaches to maths and science, classrooms as learning communities 弱化知识传授、推崇探索学习、学习社区合作化

TSLN advocates:

• Less emphasis on breadth of coverage but depth: Teach Less Learn More. 强调学习的深度

• Manipulating and creating knowledge: Critical and creative thinking 强调利用和创造知识

• Shift from assessment that is entirely high-stakes examination-driven to more sustained, creative and varied student artefact production throughout the year 从应试教育向可持续的、创造性的、多样化的教育转变

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③③ Patterns of Interaction: Flanders’ Interaction Analysis CategoriesPatterns of Interaction: Flanders’ Interaction Analysis Categories

Focus on classroom interaction with the following categories:• Teacher talk:

– Accepts feelings– Praises or encourages– Accepts or uses ideas of students– Asks questions– Lectures– Gives direction– Criticizes or uses authority

• Student talk:– Pupil responds– Pupil initiates

• Silence– Period of silence or confusion

• Most important finding: Flanders’ two-thirds rule (two thirds of speech in a classroom comes from the teacher, two thirds of this speech is in the form of questions, and further studies have shown that two thirds of those questions are closed questions).

• In many contemporary classrooms, teacher-student relationship is negotiated in more complex ways.

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(4). Foci of Observation(4). Foci of Observation• Given overriding purpose of large-scale Singapore

classroom research, which was to examine the effects of reforms like TSLN on what happens in classrooms, the major research foci were: – Which/whose knowledge/learning is selected? – By whom? Who is the authoritative ‘knower’?– In what kind of mediating social and physical environment?– Framed in which sequence of interactional phases or activity

structures?– Through what kinds of exchange and talk?– Through what kinds and levels of technicality and conceptual

complexity?– Around and through which textual and semiotic tools and

artifacts?– With which connections made to other knowledges and

experiences?

Practice: Reading: Nuclear Energy -- Japanese nuclear leak

(2011-04-07 08:03:01, http://blog.sina.com.cn/s/blog_700e07540100seyj.html)

• Japanese plug leak at nuclear reactor 

• Japan has stopped a leak of highly

radioactive water into the Pacific

Ocean from its tsunami-crippled

nuclear power station, but

engineers immediately switched

attention to preventing another

explosion in the plant’s reactors.

• 日本预防福岛核电站再次发生爆炸• 日本成功堵住了受海啸破坏核电站

的一个泄漏点，阻止了高辐射性污水流入太平洋，但工程技术人员随即将注意力转向防止该电站的反应堆再次爆炸。

Japanese nuclear leak Source: http://blog.sina.com.cn/s/blog_700e07540100seyj.html

• Tokyo Electric Power, the

operator of the Fukushima

Daiichi plant, said it planned to

fill one or more of the reactors

with nitrogen, which is inert, in

an effort to prevent explosions

like those that ripped through

the plant in the days

immediately after the March 11

earthquake and tsunami.

• 福岛第一核电站 (Fukushima

Daiichi) 的运营商东京电力公司 (Tokyo Electric Power) 表示，打算将具有惰性的氮气注入一个或多个反应堆，以防止再次发生爆炸。 3 月 11 日地震与海啸袭击之后的几天里，该电站曾发生多次爆炸。

Source: http://blog.sina.com.cn/s/blog_700e07540100seyj.html

• Although the leak is

plugged, engineers will

release 11,500 tonnes of

moderately contaminated

water into the ocean –

drawing expressions of

concern from South Korea

and China – to make room

for more highly

contaminated water in a

storage tank.

• 尽管这个漏洞已被堵上，但工程技术人员仍将把 1.15 万吨受到中度辐射污染的积水倾入太平洋，以便腾出空间，在一个储藏罐里存放受到更严重辐射污染的积水。此举引发韩国和中国表示担忧。

Source: http://blog.sina.com.cn/s/blog_700e07540100seyj.html

• Fears over radioactive

contamination from the plant

prompted India to announce

the first blanket ban on its

relatively modest imports of

food products from Japan. The

ban will last for three months

or “until such time as credible

information is available that the

radiation hazard has subsided

to acceptable limits,” the

Indian government said.

• 由于担心来自核电站的放射性污染，印度政府首度宣布对日本进口食品实施全面禁令，尽管该国从日本进口的食品相对较少。印度政府表示，禁令将持续 3 个月或“直至有可信消息证明辐射危害已经降低到可以接受的范围之内”。

Source: http://blog.sina.com.cn/s/blog_700e07540100seyj.html

• Japanese authorities

confirmed on Tuesday that

small fish called sand lance,

caught off the coast of

Ibaraki, south of the nuclear

plant, were contaminated

with higher-than-acceptable

levels of radioactive iodine

and caesium.

• 日本政府相关部门周二证实，在核电站以南茨城 (Ibaraki) 海岸附近打捞到的一种小型鱼类玉筋鱼 (sand lance)所含放射性碘和铯高于可接受水平。

Flash Demonstration @ Noon Today Against Nuclear Energy(Source: http://www.budapestresources.com/content/flash-demonstration-noon-today-

against-nuclear-energy)

• If you are just waking up on this

Saturday morning and looking for

something to do - consider showing up

at the Vigado Ter on the corner of the

Marriott today at 12:30- 1:00

• Other likeminded folks will be gathering

there for a flash demonstration (Songs

in Nuclear Rain) against the use of

nuclear energy and the expansion

plans at the Paks nuclear energy site

later in the year.

• For more information go to

the Facebook site.

Demonstration Against Nuclear Plans in Taiwan

• http://news.cnfol.com/img/20130310/6078.

shtml

• http://hunan.voc.com.cn/article/201303/20

1303101750286921.html

Further reading: Nuclear Energy

• Think about this question: Do you think we

should stop using nuclear energies?

• Watch the supplementary course material on

Nuclear Energy.

• Debate: Should we continue to use nuclear

energies?

Homework: Writing

• Should we continue to use nuclear energies?

• Read more about this topic after class.

• Write an article of 200 words in 35 minutes after

class. Read to each other and do peer review.

• Read and share your article in class next week.